Module 2: Working with Others Learner’s

(NC I) Handbook

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Acknowledgements
Education Development Center (EDC) would like to thank the staff of the USAID Opportunity
2.0 Program, Philippines local team, and the Technical Education and Skills Development
Authority’s (TESDA) National Institute for Technical Education and Skills Development
(NITESD) through its Curriculum and Training Aids Division (CTADD), whose invaluable
insights guided the adaptation of this curriculum.

Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable
out-of-school youth (OSY) by collaboratively working with TESDA in strengthening its
technical education and training systems to develop, deliver and monitor workforce readiness
and technical-vocational training programs that will prepare large numbers of out-of-school
youth to transition to further education and training, immediate jobs and self-employment
opportunities. In line with this objective, Opportunity 2.0 has developed the Work Readiness
Modules on 21st Century Skills which are appropriate for self-directed learning or modular
learning delivery.

The Work Readiness Modules on 21st Century Skills is an adaptation of EDC’s globally
recognized Work Ready Now. The curriculum addresses the TESDA Amended
Competency Standards for Basic Competencies Integrating 21st Century Skills which were
promulgated on July 9, 2019.

© 2020 Education Development Center, Inc.

This content may not be produced without the permission of Education Development Center or the
United States Agency for International Development.

This curriculum is made possible by the generous support of the American people through the
United States Agency for International Development (USAID). The contents are the responsibility of
Education Development Center, Inc. and do not necessarily reflect the views of USAID or the United
States Government.

EDC 43 Foundry Avenue Waltham, MA

Boston | Chicago | New
02453 Contact: [email protected] York | Washington, D.C.

Phone: 617-969-7100

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Module 2: Working with Others Learner’s
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Education Development Center (EDC) is a global nonprofit that

advances lasting solutions to improve education, promote health,
and expand economic opportunity.

Since 1958, we have been a leader in designing, implementing,

and evaluating powerful and innovative programs in more than 80
countries around the world.

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Table of Contents

Summary of Learning Outcomes...........................................................................................................5

Module Overview.................................................................................................................................5
Written Assignments............................................................................................................................6
Skills Demonstration............................................................................................................................6
SESSION 1: Develop Effective Workplace Relationships.........................................................................7
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection.............................................8
Activity 2: Working Together...................................................................................... 12
Activity 3: Workplace Behaviors and Attitudes.............................................................20
Activity 4: Working Styles......................................................................................... 27
Activity 5: Promoting Cooperation and Good Relationship within Teams.........................33
SESSION 2: Contribute to Workgroup Activities...................................................................................45
Activity 6: Workgroup Goals, Team Tasks and Roles.....................................................46
Activity 7: Giving and Receiving Feedback within Teams..............................................51
Activity 8: Goal-Setting, Planning and Implementing a Group Activity.............................58
Activity 9: Post-Module Learner’s Reflection...............................................................................................64
Activity 10: End-of-Module Assessment.......................................................................69
Key to Correction................................................................................................................................74

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Module 2: Working with Others (NC Level I)

A Unit of Competency Under the Basic Competency on Collaboration and Teamwork

“Alone we can do so little; together we can do so

much.” – Helen Keller
(Kaunti lang ang ating magagawa kapag tayo’y nag-iisa;
Marami tayong magagawa kapag tayo’y magkasama.)

Unit Code: 400311102

Unit Descriptor: This unit covers the skills, knowledge and attitudes required in working
as member of a team, interacting with co-members and performing one’s role in the
team.

Summary of Learning Outcomes

Upon completion of the module, you will be able to:

 L.O. 1 - Develop effective workplace relationships

 L.O. 2 - Contribute to work group activities

Module Overview
 Activity  Recommended Time
Session 1: Develop Effective Workplace Relationships (L.O. 1)
1. Introductory Activity & Pre-Module Learner’s Reflection (15-30 minutes)
2. Working Together 30-45 minutes
3. Workplace Behaviors and Attitudes 45-60 minutes
4. Working Styles 45-60 minutes
5. Promoting Cooperation and Good Relationships within 30-45 minutes
Teams
Session 2: Contribute to Workgroup Activities (L.O. 2)
6. Workgroup Goals, Team Tasks, and Roles 30-45 minutes
7. Feedback & Information Sharing within Teams 15-30 minutes
8. Goal-Setting, Planning, and Implementing a Group 15-30 minutes
Activity
Session 3: Review & Assessment
9. Module 2 Review and Post-Module Learner’s Reflection 15-30 minutes
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10. End of Module Assessment (Quiz) (15-30 minutes)

Total Time: 3.75 – 5.75 hours

Written Assignments
Please complete all written work in the module. Your skills in this module will be evaluated through
your project. Your project is comprised of the following:

 Project Worksheet 1 - Teamwork in Action (Activity 2)

 Project Worksheet 2 - Work Habits Inventory (Activity 3)
 Project Worksheet 3 - What’s Your (Working) Style? (Activity 4)
 Project Worksheet 4 - Past Encounters with Feedback (Activity 7)
 Project Worksheet 5 - Goal-setting, Implementing and Planning Group Activities
(Activity 8)

Skills Demonstration
The following activities will help you develop the knowledge and skills to achieve the learning
outcomes of this module:

 Real-Life Teamwork (Activity 2)

 Your Take on Working with Others (Activity 9)
 Mini-Project with a Team (Activity 9) Mini-Project with a Team (Activity 9)

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SESSION 1: Develop Effective Workplace Relationships

Performance Criteria:
1.1 Duties and responsibilities are done in a positive manner to promote
cooperation and good relationship
1.2 Assistance is sought from workgroup when difficulties arise and
addressed through discussions
1.3 Feedback provided by others in the team is encouraged, acknowledged and
acted upon
1.4 Differences in personal values and beliefs are respected and acknowledged
during interaction

 Key Topics and Learning Points 

1. Qualities of a good team player

2. Different working styles

 A team player is respectful and inclusive of others and encourages their

feedback while actively working to move the group toward a common
goal.

 There are many different types of working styles that can contribute
toward healthy communication, cooperation, and positive teamwork.

 Social perceptiveness can help us notice and productively interact with

people from a range of social and cultural backgrounds.

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Activity 1: Introductory Activity & Pre-Module Learner’s Reflection

Objectives:

 Review the main concepts of the previous module (Communication)

 Identify the topics that are important for collaboration and teamwork
 Take a Start-of-Module Skills Check

 Recommended Time: 15 - 30 minutes

Welcome to Module 2, which will teach you on Working with Others for
National Certificate Level I! In this module, you will learn about the skills,
knowledge and attitudes required in working as member of a team, and about
effective ways for interacting with co-members and performing one’s role in
the team. Before we proceed to this module, let’s quickly review the key
points that we have learned in the Communication module.

Write 3 ideas that you can recall about the demonstration of non-verbal
communication, listening actively and appropriately, or the practice of good
customer service skills.

Read the proverb at the beginning of the module. “Alone we can do so little;
together we can do so much.” (Konti lang ang ating nagagawa kapag tayo’y
nag-iisa; Marami
tayong nagagawa kapag tayo’y magkasama.)

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 In your own words, relate this proverb to yourself by recalling a time

that you joined a group. What were the things that you liked in that
group? Why?

 This module will focus on collaboration and teamwork at work. What do

you think is the relevance between this topic and the proverb? How does this
topic relate to real life?

Read the Working with Others objectives at the beginning of the module. Then
proceed to the Pre-Module Learner’s Reflection below to reflect on what you
already know and what you will learn in the course.

Pre-Module Learner’s Reflection: Working with Others (NC I)

Start-of-Module Skills Check
This is not a test but is a way for you to see what you already know or do not know about the
topics. You will read a skill that is listed in the left column. Think about yourself and your
experience. Then read the statements across the top. Check the column that best represents
your situation. The results will help you and your teacher know which topics may require
more time, effort and guidance.

Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan o
kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan na
nakalista sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang lahat ng
mga pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong kasagutan ay
magiging gabay mo at ng iyong guro sa pagpapalawak ng iyong kaalaman tungkol sa paksang ito.

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My experience 1 2 3 4
Knowledge, skills and abilities I don’t have I have little I have some I have a lot
any experience experience of
Kaalaman, kasanayan at kakayahan experience doing this doing this experience
doing this. doing this.
Mayroon Mayroon
Wala akong akong akong Marami
karanasan sa kaunting karanasan sa akong
paggawa karanasan sa paggawa karanasan sa
nito paggawa nito paggawa
nito nito
Identify the qualities of a good team player
/
Tukuyin ang mga katangian ng isang mahusay
na miyembro ng pangkat
Identify factors that promote cooperation
and teamwork /
Tukuyin ang mga dahilan na
nakapagtataguyod ng kooperasyon at
pagkakaisa.
Practice teamwork and value the
importance of group effort /
Makalahok sa pangkatang gawain at
napahahalagahan ang ginugol na lakas ng
pangkat.
Identify appropriate workplace behaviors
and attitudes that promote good
relationships and cooperation within a
team. /
Tukuyin ang mga angkop na kilos at gawain sa
lugar ng trabaho na nakapagtataguyod ng
mabuting relasyon at pagkakaisa sa pangkat.
Recognize different types of working
styles, including my own work style /
Kilalanin ang iba’t-ibang istilo sa
paggawa, kasama ang pansariling istilo
sa
pagtratrabaho.
Recognize the different personalities
and approaches that individuals bring to
a team and handle them /
Kilalanin ang iba’t ibang personalidad at
pamamaraang dinadala ng mga katrabaho sa
isang pangkat.
Identify ways on how to handle different
personalities in a team /
Tukuyin ang mga paraan sa paghawak ng iba’t
ibang personalidad sa isang pangkat.

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My experience 1 2 3 4
Knowledge, skills and abilities I don’t have I have little I have some I have a lot
any experience experience of
Kaalaman, kasanayan at kakayahan experience doing this doing this experience
doing this. doing this.
Mayroon Mayroon
Wala akong akong akong Marami
karanasan sa kaunting karanasan sa akong
paggawa karanasan sa paggawa karanasan sa
nito paggawa nito paggawa
nito nito
Be familiar with organizational roles and
personnel code of conduct /
Maging pamilyar sa papel na pang-
organisasyon at wastong pag-uugali ng mga
tauhan
Identify ways to help achieve group goals
and team tasks /
Tukuyin ang pamamaraan upang makatulong
sa pagkamit ng mga layunin at mithiin ng
pangkat
Learn how to constructively give or receive
feedback /
Matutunan ang pamamaraan sa pagbibigay at
pagtanggap ng makabuluhang puna.
Identify the basic sequential steps in
implementing a group activity, including
goal setting, implementing and evaluating
results / Tukuyin ang mga hakbang sa
pagsasagawa ng pangkatang gawain kasama ang
pagtukoy ng layunin, pagsasagawa ng gawain, at
pagsusuri
ng resulta.
Communicate appropriately and
respectfully with individuals from a
different cultural or social background.
/
Makipag-usap nang maayos at magalang sa
mga indibidwal mula sa ibang kultura o
lipunan
Develop effective workplace relationships /
Makabuo ng mainam at mahusay na relasyon
sa lugar ng trabaho.
Contribute to work group activities /
Makapagbigay ng ambag sa mga pangkatang
gawain.

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Activity 2: Working Together

Objectives:

 Identify the qualities of a good team player

 Identify factors that promote cooperation and teamwork
 Practice teamwork and value the importance of group effort

 Recommended Time: 30 - 45 minutes

Look at the picture1 and imagine

that you are with your friends playing tug of
war game. You are a member of the group
that wins the first round, loses the second
round, but wins the final round and is
declared as champion. How did you feel at
each stage of the game? When you won the
first round? When you lost? When your
team was declared as champion?

 Have you experienced participating in an actual competition in the

past? What was the competition all about? Did your team win or lose the
game? What do you think was the winning team’s strategy for the game?

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Source:https://commons.wikimedia.org/wiki/Category:Tug_of_war#/media/
File:COLLECTIE_TROPENMUSEUM_Kin deren_tijdens_touwtrekwedstrijden_in_Ullath_TMnr_20018287.jpg

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What were your contributions to the team that you think were factors for
winning or losing the game? What were the contributions of your
teammates? Was there a member in your group who acted as a leader and
guided the team? What strategies did she or he use?

We all work in a group, either at work or in our personal lives. Establishing

effective work relationship helps groups to do their activity successfully—
and it all begins with individual members who are good team players. Learn
more by reading 2.1. Qualities That Make A Good Team Player.

 Key Facts 2.1. Qualities that Make a Good Team Player

What is a Team Player?
There are many common soft skills—or interpersonal skills that we use at work
—that make individuals great team players. While soft skills are not as easily
learned as technical skills, they can certainly be developed with time and practice.
An effective and cooperative team player…
 Interacts with and includes others in polite, respectful, and honest ways
 Is respectful of differences—in opinions, culture, and ethnicity
 Provides input and seeks the opinions and ideas of others
 Discusses and negotiates ideas while being flexible to meet the goals of the
group
 Performs identified tasks to meet the goals of the group
 Listens without interrupting
 Shares ideas without interrupting
 Is aware of his or her own thoughts and feelings and keeps them
under control for the good of the group

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 Moves the group towards resolving conflict (if it exists) so goals can be met

So, what makes a good team player? It is a mix of these characteristics. You do not
necessarily need to possess all of them, but you should at least strive to develop
many of them.

Take a moment to reflect on the qualities of a good team player.

I’m good at

I can improve on

Now, choose three qualities and write about a situation where you demonstrated
those qualities. An example is given below.

Team player quality A situation where I demonstrated this quality

- Provides input and We had to submit a group project but all of us members
seeks the opinions gave different ideas. I was the group leader and after
and ideas of others giving my idea, I asked our members that we listen to
each idea and agree on our project.

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Let’s Apply: Project Worksheet 1 - Real-Life Teamwork

You are now going to practice learning how to work together and communicate in
small to medium-sized groups. You need to get as many family members, friends and
neighbors join you in this activity. You need to have at least 6 people to play.

Materials: Stick, approx. 3 meters long; this can be a long, thin, lightweight rod/plastic pipe
or bamboo

Preparation: Find some plastic straws. Now, place the edges of each plastic straw into
the edge of the next plastic straw to create 2 long sticks. The sticks should be long
enough for your participants to hold up like in the photo shown here:

Ask your participants line up in two

rows facing each other. Then ask
participants to point their index fingers
and hold their arms out. Lay the stick
down on their fingers. Get the group to
adjust their finger heights until the
stick is horizontal and everyone's
index fingers are touching the stick.
The picture2 on the left will give you
an idea how the participants should
arrange themselves for the activity.

Explain to your family and friends that the objective is to lower the stick to the
ground. Each person's fingers must be in contact with the stick at all times. Pinching or
grabbing the stick is not allowed --- it must rest on top of fingers. Reiterate to
the group that if anyone's finger is caught not touching the stick, the task will be
restarted. Now, begin!

Were you successful? Were you able to lower the stick to the ground?

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2
Source: Education Development Center. (2020). ALS Life Skills Self-Directed Modules. Module 3.

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Think about it!

With your family and friends who joined the game, discuss the questions below. Be
honest in your answers!

1. What did the group do first? How did the group plan out for the activity?

2. What skills did members use to become successful as a group?

3. How did the group perceive the ideas and suggestions of the team members?

4. What were the roles played by the different members of the team? Did
anyone take on the leadership role? How did each role contribute to the
success of the team?

5. As a leader, how will you encourage teamwork and collaboration?

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6. What situations in life/work/home could the stick represent?

Most of us will think that this is going to be an easy activity, but we will then realize
that despite the light weight of the stick, it is difficult to get it down to the ground.
Everybody needs to communicate well, plan, a strategy and then implement it.
Working together is the key to success in this activity.
Usually, people take on leadership roles at different stages in the activity,
depending on how it is going. The stick can represent any task or problem that a
group—whether at work, at home, or in the community—must work on together
to resolve. Leaders need to make sure that
everybody is “on board” by engaging individuals directly, asking questions, asking
for ideas, complimenting people when they have a good idea or taking an action
that helps the group, etc.

Reflect further on the aspects of teamwork and strategies that your family and
friends used in this activity. In 2.2: Cooperation and Leading Teamwork below,
check the boxes that apply to your team.

 Key Facts 2.2: Cooperation and Leading Teamwork

To be successful, teams need the following:

1. A common purpose or goal: All team members need to understand and accept the
team’s objectives.
2. Clear roles and tasks: All team members should understand what is expected
of them. May want to use a plan that shows the tasks that each team
member is responsible for and the timelines.
3. Decision-making procedures: All team members should know how decisions
are made and in what ways problems are solved. An effective team works
with defined procedures to come to a unanimous decision so that action
can be taken.
4. Clear communication: All team members should practice effective listening,
speaking, and transparent communication.
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5. Trust among team members: All team members should feel safe and supported.

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Aspects of teamwork: A team is a group of individuals working together to reach a

common goal. For a team to work together well, supervisors or leaders can do the
following.

As a leader you can do the following to develop team spirit:

 Work with the team to develop a common goal
 Nurture a sense of belonging; focus on what team members have in common
 Make all team members feel that they have something to contribute
 Help team members work together to efficiently solve problems
 Encourage members to set aside personal goals and desires for the benefit of the
team
 Treat team members fairly and equally
 Structure the work of the team in a simple & logical fashion; distribute work fairly
 Manage the team efficiently so that every member can complete his/her tasks
and work proceeds in a timely manner
 Create an environment that supports and rewards openness,
creativity, trust, mutual respect, and a commitment to provide high
quality services

Working as a team means that team members:

 Consult each other
 Help each other
 Complement each other
 Encourage and motivate each other

The following strategies can be used by the leader to support the effectiveness of the team:
 Encourage discussion
 Ensure all team members understand that their ideas & opinions
are equally important & relevant
 Encourage everyone to participate fully
 Model respect towards everyone
 Encourage people with different abilities & personalities to work together
 Use positive feedback
 Remain calm

Teams can work independently (if leader is not there) if team members:
 Are aware of strengths & weaknesses
 Are able to set their own goals
 Are able to act according to goals
 Take responsibility for their action
 Are able to avoid opinions and behavior that block change

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Let’s Apply: Teamwork in Action

Imagine that you have just finished training as welder. To advance your
professional development, you and three of your co-trainees want to qualify for
post-training assistance, which includes welding tools and equipment. To do so, you
all need to be organized as a group and present a plan.

1. If you were elected as leader in this organization, what would you do to

promote cooperation among your team members?

2. What would you do to help members complete the necessary tasks that you
decide to do as a team?

3. If you are not the leader but just a member, how will you work to support teamwork?

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Activity 3: Workplace Behaviors and Attitudes

Objective:

 Identify appropriate workplace behaviors and attitudes

 Recommended Time: 45 - 60 minutes

Read the workplace scenario below and write down your response to the
questions that follow.

Grace has been working at Alnor Hotel for 4 months as a receptionist. She
greets guests and answers any questions about the hotel. Grace lives a bit far
from the office, so it takes her one hour to get to work. Her supervisor noticed
that over the last month Grace has been arriving half an hour late and is often
on the phone quarreling with her aunt. The supervisor has given Grace two
warnings now.

One day, Grace arrives 20 minutes late due to traffic. When she arrives, she
sees her supervisor helping a customer. Once the customer departs, the
supervisor informs Grace that she will no longer need Grace to work for her.
She needs someone who can be on time and responsive to customer
needs.

What behaviors do you think led Grace to losing her job? Do you recognize any
parts of
yourself in Grace’s behavior? If so, which ones?

Do you think the supervisor made the right decision to fire Grace? Why or why not?

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If you could give Grace any advice for her future jobs, what would it be?

What could have Grace done differently so that she would not have lost her job?

Is it important to keep work and family life separate? If so, how does a person
achieve this balance?

Think about it!

This section encourages you to express your opinions to family and friends. Start a
discussion with them face to face, via text, chat, or whatever means available and
comfortable to you. It’s always great to share your ideas and hear more points
of view 

Share the scenario and your response to the reflection points with a member of your
family or a friend. Ask your family member or friend if they know of anyone who has
lost a job because of poor workplace behavior. If so, what happened to that person?
Did they improve their behavior in the future?

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1. Record the key ideas from the discussion in this space below.

2. Write a list of appropriate workplace behaviors and attitudes based on the

scenario and what you know from your own experiences as well as
the discussion with a member of your family or a friend.

Reflect further on your list of appropriate workplace behaviors and attitudes.

Read handout 2.3 below and list the behaviors you already have and those
that you need to improve on.

 Key Facts 2.3: Appropriate Workplace Behaviors and Attitudes

 Dress neatly and appropriately for the work: If wearing a uniform, make sure
it is clean and neat; clothing should not get in the way or prevent you from
doing your work;
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clothing should not be distracting to you or others.

 Be on time: Attendance and punctuality are essential to keep your job.
Let your supervisor know if you are going to be late.
 Manage time well: Focus on doing your work during work hours; follow break
times.
 Speak to co‐workers in a positive and respectful manner.
 Speak to supervisors in a positive and productive manner.
 Be open to feedback and ask for it.
 Be honest: Being honest will gain the respect of co‐workers.
 Keep discussions and interactions related to work: Don’t bring your personal
problems to work or let them affect how you do your job or interact with
others. Avoid topics or making comments that might make others feel
uncomfortable.
 Stay positive: Don’t complain or be pulled into negative discussions about work.
Rather,
approach problems positively and help to think about how to improve the situation.
 Be respectful of others and your environment: Take proper care of
equipment, put things back where they belong, keep the environment
tidy.
 Be a team player: Participate proactively and respectfully and listen to
the ideas of others as well.
 Respect the roles of others.
 Believe in yourself and what you do: Being positive about your job and how
you do it will help you to succeed and achieve your goals.

With this list in mind, fill out the charts below. Examples have been provided for
you.

Workplace behaviors and attitudes that I already have

Behavior Ways I demonstrate this behavior

Dress neatly for work I always wear a freshly washed and ironed version of my
uniform.

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Workplace attitudes and behaviors that I can improve on

Behavior Idea for how I can work to improve this behavior

Be on time I sometimes run late for my morning work shift.

To improve my behavior, I can set my alarm clock an extra
15 minutes early to give myself more time to get ready
for work.

Let’s Apply: Project Worksheet 2 - Work Habits Inventory

Habits are routine behaviors—in other words, things we do on a regular basis

(such as brushing our teeth!). Fill out the Work Habits Inventory to reflect on the
habits that you already have and the habits that you need to work more on.

Read the descriptions given for each of the qualities listed below. Place a check mark
on the box next to the statement which most accurately describes you.

1. COURTESY 2. COOPERATION (ability to 3. INITIATIVE (tendency to

 I am often discourteous get along with others) go ahead)
to others  I work against rather  I need to have
 I am sometimes than with others repeated instruction
not courteous in  I find it difficult to  I need to be urged
action or speech get along with to do things
 I am usually courteous others  I do routine
and considerate of  I usually get along work
others with others acceptably
 I am considerate  I get along with others  I am fairly resourceful,
and courteous of do well by myself
others
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 I am always very  I get along well  I am resourceful, look

courteous and with others; I am for things to learn
considerate friendly and helpful and do
4. ATTITUDE TOWARD 5. SUPERVISION 6. ACCURACY OF WORK
CONSTRUCTIVE CRITICISM  I usually need  I am very careless
 I resent any criticism constant supervision about my work
 I do not pay to complete routine  I am frequently
much attention to tasks inaccurate and
criticism  I need frequent careless
 I accept constructive supervision to  I make errors; I
criticism and try to complete routine show average
change tasks care,
 I accept  I need occasional thoroughness
constructive supervision while and neatness
criticism and doing routine tasks  I make few errors; I
improve greatly  I need little am careful,
supervision while thorough, and neat
doing routine tasks  I seldom make errors
 I do not need and do work of very
supervision while high quality.
doing routine tasks
7. WORK ACCOMPLISHED 8. TIME USAGE 9. ADAPTABILITY
 I am very slow;  I waste time and need  I can't adjust to change
output is to be prodded along  I have difficulty
unsatisfactory  I waste time and adapting to new
 I am slower than need some situations
average; output is supervision  I adjust to change
mediocre  I waste time after instruction
 I work with ordinary occasionally but am  I adjust to change readily
speed; output is usually reliable  I find it pleasant to
generally satisfactory  I seldom waste time adapt and meet
 I work rapidly; output and am reliable changes
is above average  I am industrious
 I am fast and and concentrate
efficient; output is very well
well above
average
10. PERSONAL APPEARANCE 11. ATTENDANCE (to work, 12. PUNCTUALITY
(neatness and personal care) or organizations to which I  I am frequently tardy
 I am careless about belong)  I am very often tardy
my appearance  I am frequently absent  I could improve
 I sometimes neglect  I am not regular my punctuality
my appearance enough in attendance  I am seldom tardy
 I make an effort to  I am average in  I am never tardy
improve my my attendance except for an
appearance  I am almost always unavoidable
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 I care about my in attendance emergency

appearance; I look  I am never absent
neat most of the except for an
time unavoidable
 I am extremely emergency
careful about my
appearance; I

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look very neat all of the

time

Summarize the habits that you already have and the habits that you need to
work more on in the table below.

Work habits I already have Work habits I need to work on

Sharing is caring
This section encourages you to share your output to family and friends. You worked hard
on this so now it is time to tell others about the task you have just completed. Do it face
to face, via text, chat, or whatever means available and comfortable to you. It’s always
great to share your thoughts and hear feedback from people who care 

If you feel comfortable, you can choose to share the table above with a member of
your family or a friend. Discuss with them about what you can do to build good
work habits.

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Activity 4: Working Styles

Objective:

 Identify different types of working styles

 Recognize your own working style(s)
 Recommended Time: 60 minutes

With excellent work habits, you can become successful at work and become more
productive each day. How can you continue to rise and flourish in your career while
keeping a healthy and happy personal life? A better understanding of working styles
can help us to work toward a balance!

Read 2.4 Working Styles and note down 2 to 3 key words you picked up to help you
recall the working styles. An example is given below.

 Key Facts 2.4: Working Styles3

Working Style Definition My Notes

Pioneer Pioneers like to see the big - Goal-oriented
picture - Big picture
instead of the small details and - Risk-taker
explore
uncharted territory. They take risks,
value
possibility, and gravitate
towards
challenging tasks and projects.
Creativity
is their compass, and they love
imagining
new ideas.

Independent Independent workers thrive when

they work alone. They are
disciplined, productive, and efficient.
They can find it difficult to collaborate
with others and do not always
appreciate supervision.
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3
Adapted from Sid, Sam. (2020, February 18). “What Is Your Work Style?” Recognizing And Managing Different
Work Styles. 101 Productivity. https://101productivity.com/what-is-your-work-style/

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Working Style Definition My Notes

Cooperative Cooperative workers flourish when
they are part of a larger group
and like working with others.
Good communicators, they are
often very diplomatic, tactful, and
well organized. They can handle
responsibility for a task or a project
but enjoy sharing responsibility
for success.
Proximity Proximity workers are a hybrid, or a
mix, of the independent and
cooperative working styles. They
like to assume sole responsibility
for a task but also share
responsibility with others. These
workers are often adaptable and
versatile. They have a talent for
connecting their
colleagues with different work styles.

Guardian Guardians thrive on order and

stability. They generally avoid
risks and are very detailed
oriented and pragmatic.

Supporter Supporter workers enjoy nurturing

relationships with clients and
colleagues. Emotionally aware and
often very expressive, they are adept
at facilitating meetings, interactions,
and projects. They gravitate toward
collaboration instead of
competition.

Keep in mind that many of us may be a mix of more than one different working style.
The important thing is to recognize that there are many different styles and that
they can work harmoniously together!

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Let’s Exercise: Working Styles

Read and Match. Recall the working styles and their definitions. Match the working style
in Column A and the letter of its correct definition in Column B.

Column A Column B
1. Pioneer A. People who are happiest when they are
working
alone
2. Independent B. People who like to take risks, consider
other possibilities, and spark the imagination
of their team

3. Cooperative C. People who prefer rigor, order, and stability

4. Proximity D. People who are expressive and like to

facilitate team interactions
5. Guardian E. People who like to maintain sole responsibility
for
a task but don’t mind working with others as well
6. Supporter F. People who like working with others and are
open to feedback

Check how well you did in this quiz by referring to the answers at the end of this
module. If you scored less than 5, it is better that you re-read Key Facts 2.4 to
review the work styles and their definitions.

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Let’s Apply: Project Worksheet 3 - What’s Your (Working) Style?

What working style fits you best? Take this quiz to find out!

WHAT’S YOUR (WORKING) STYLE?

Circle the response that best fits for each question.
1. When it comes to perspective, I like to 2. This statement best aligns with my approach:

a. Focus on the tiny details. a. I avoid taking risks.

b. See the big picture. b. I love spontaneity.
c. Consider the well-being and c. If something is wrong with my colleague, I
thoughts of my team become very concerned.
members. d. I am very versatile and can adapt to many
d. See both the big picture and the tasks or situations.
tiny details. e. I don’t always enjoy following orders from my
e. Follow my own instinct. supervisor.
f. Consider strategy learning and f. I love working on group projects.
group work.

3. I feel most inspired at work when 4. This statement best describes me:

a. Things are orderly and stable. a. I am pragmatic (that, is I am realistic and practical).
b. I can be spontaneous and explore b. I often spark the imagination of my teammates.
new ideas. c. I am expressive and attuned to the emotions
c. My colleagues are happy and we of my colleagues.
are collaborating. d. I like to connect my colleagues who have
d. I can be responsible for a task different working styles.
but still work with others. e. I am very disciplined and productive, especially
e. I can work on a task alone. when I can work on my own schedule.
f. I receive feedback from my f. I am diplomatic and have been told I am a
colleagues and am part of a brilliant communicator.
group.
Now, count the number of times you circled the following letters:
a. b. c. d. e. f.

If you circled mostly Then your main style is…

a. Guardian
b. Pioneer
c. Supporter
d. Proximity
e. Independent
f. Cooperative

Remember that many of us have more than one working style. The purpose of this quiz is to help you begin to
reflect on your own style!

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Reflect upon the outcome of the quiz. Do you think that your results were
accurate? Why or why not?

 Many people fit more than one category of working style. Do you
think that you also draw from other working styles? If so, which ones?

 Which working style are you least comfortable with? Why?

 Do you think that is it possible to use /adopt all types of the working
styles? Why or why not?

Remember, a team that has different working styles can be a positive thing, as
it promotes diversity of ideas and offers balance in the workplace. Also, keep
in mind that some situations may require you to adapt another working
style than one that comes most naturally to you. For instance, you may be
more of a Pioneer at heart, but you may need to adopt the qualities of a
Guardian to independently complete a detail-oriented task such as taking a
stock inventory. It’s good to be flexible!

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Sharing is caring

If you feel comfortable, you can share your working style with a member of your
family or a friend. Discuss with them about what you can do to work well with
people with different working styles.

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Activity 5: Promoting Cooperation and Good Relationship within Teams

Objectives:
 Recognize the different personalities and approaches that individuals bring to
a team
 Identify ways on how to handle different personalities in a team
 Recognize the ways that social perceptiveness contributes to promoting
cooperation
 Identify ways to promote good relationships and cooperation within a team
 Value the importance of social perceptiveness, especially when
interacting with people from different cultural or social backgrounds

 Recommended Time: 30 - 45 minutes

Look at the picture4 on the right. In a

basketball game (or any team-based
athletic competition), there is usually a
winning team and a non-winning team.
Describe the qualities of a winning team
and a non-winning team. Also, describe
the characteristics of an individual team
member of the winning as well as those
of the non-winning team.
Add your description to the examples given in the table below.

Winner Non-Winner
The Team The Team
 Has a game plan  Lacks a strategy
 
 
 
 

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4
Source: https://www.pexels.com/photo/silhouette-of-men-playing-basketball-69773/

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Winner Non-Winner
Individual Member Individual Member
 Listens to the coach  Relies on himself alone
 
 
 
 

Of course, even the teams that lose the competition might practice teamwork,
too! Still, the winning team almost always practices teamwork. Teamwork is important
and cooperative team members are needed to achieve a goal.

Recognize that individuals making up a team may have different personalities and
approaches. Here are some examples of individual personalities in this activity:
 Group leader: A strong leader tries to speak clearly and listen
effectively. The group leader needs to clearly explain the objectives
to the group and keep the group on task. As the person responsible for
developing the plan, the leader tries to involve all in the discussion.
 Quiet / shy person: This person has a lot of very good ideas but won’t say
anything
until someone asks directly.
 Domineering person: This person wants to take over the discussion and
lead the group. A domineering person thinks s/he has all the answers
and does not want to waste time having everybody share their
ideas.
 Disagreeable person: This person has a negative attitude and is resistant
towards all ideas.
 Encouraging person: This person makes sure that everybody is heard,
regardless of their background or ideas. She or he pulls group
members into the conversation.
 Ideas person: This person gets very excited in the group and loves to
brainstorm and share extravagant ideas that are not always realistic.

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Let’s Exercise: Working with Different Working Styles

You are now going to do an activity that will help you to think of ways
to promote cooperation and good relationships within a team. You will also
reflect on the different types of personalities you may find in a group. Read
this scenario:
Renovations are complete and your new office space is ready for people to
move into. You are part of a group of co-workers who has been called together
to plan the move. You have been selected as a leader, but everybody else’s
roles still need to be determined. This is the first time that you and your co-
workers are meeting as a group. You need to discuss the location of people’s
desks, the photocopier, printers, etc. and to decorate so the office will attract
customers. You all need to determine the steps necessary to accomplish the
task and the roles and responsibilities of those in the group. Your co-workers
say these statements at the meeting:

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Answer the following questions based on the comic strip from the previous page:
1. In the chart below, reflect on each of the team members. An example
has been provided for you.

Team Personality How is his/her behavior affecting How could s/he contribute
member the group? Is s/he helping or to the goal in a more
hurting progress? constructive way?
Karl Domineering - His behavior is not - He could suggest his
welcoming to other ideas. idea but still listen to
He refuses to consider others in a respectful
others’ opinions. way.
- He is hurting progress.
Be
a

Ros
e

Del
y

Da
n

2. As the group leader, how would you respond to your colleagues?

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3. Now, imagine how the characters can contribute to the team in a more
productive way. Fill out the same comic but add your own words for each
character. (If you want to keep the original words for a certain character,
that is fine, too!)

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4. Name some concrete actions that you would take for team members
to work harmoniously and achieve the goal.

Part of being able to foster teamwork and collaboration is having the soft skill
of social perceptiveness. Social perceptiveness is the ability to discern what
someone is thinking through some means of human observation, such
as observing body language, eye contact, and tone of voice.5 It is being
aware that something may be influencing another person’s behavior and
attitude beyond his/her words, actions or written messages. It may also be
referred to as “reading between the lines,” or being able to understand what is
being communicated indirectly.

Let us continue to deepen our understanding on social perceptiveness. Read

the scenario and answer the questions:

Sheila has just been hired by an organization to help in their advertising and
marketing team. The organization has projects in the Visayas and is based in
Tacloban, Leyte. She has never been to Leyte and she is not completely fluent
in any of the languages spoken in the Visayas. After their first team
meeting, Sheila was pulled aside by her direct supervisor to remind her
to use appropriate titles for others as it is customary in the organization.
When Sheila invited her teammates to join her for lunch, they said that they

5
Adapted from MIT Sloan Executive Education. (2015, September 5.) Social perception in the
workplace makes organizations smarter. MIT Sloan Executive Education Blog.
https://executive.mit.edu/blog/social-perception-in- the-workplace-makes-organizations-

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smarter#:~:text=Social%20perceptiveness%20is%20a%20kind,emotions%20from%20other
%20people%27s%20eye s;

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are too busy and have too much work. Later, Sheila saw the same co-workers
eating together at a nearby restaurant.

1. What can you say about the situation? What do you think might explain the
dynamics between Sheila and the team?

2. If you were Sheila’s colleague, what would you do?

3. How might social perceptiveness be a helpful tool in this situation? What does it
mean
to “read between the lines”?

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Working collaboratively in a group requires people to be respectful and

to be active listeners. They show empathy, or understanding of other
members’ concerns, thoughts, feeling, and ideas. They offer ideas without
interrupting, ask the opinions of others and are accepting of differences.
They stay focused and move the group towards accomplishing the tasks
/ goals of the group.

Read the article below, “How to promote cooperation in a winning team,”6 and
then identify the actions that you are already doing and the actions that
you would like to practice by answering the short inventory after the article.
Here are some of the key qualities that make a winning team:

1. A common purpose or goal: All team members need to understand and accept
the
team’s objectives.
2. Clear roles and tasks: All team members should understand what is
expected of them. May want to use a plan that shows the tasks
that each team member is responsible for and the timelines.
3. Decision making procedures: All team members should know how
decisions are made and in what ways problems are solved. An effective
team works with defined procedures to come to a unanimous decision
so that action can be taken.
4. Clear communication: All team members should practice effective
listening, speaking, and transparent communication.
5. Trust among team members: All team members should feel safe and
supported.
Aspects of teamwork: A team is a group of individuals working together to reach a
common goal. To make a team work well, supervisors or leaders should consider
several actions. Below is a short inventory of actions about teamwork. Give 2 checks
for actions that you are already applying, and 1 check for actions that you would like
to practice.

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6
Adapted from Education Development Center. (2016). MYDev Life Skills Module 3: Leadership & Teamwork.

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As a leader you can do the following Working as a team means that team
to develop team spirit: members:

 Work with the team to  Consult each other

develop a common goal  Help each other
 Nurture a sense of belonging;  Complement each other
focus on what team  Encourage and motivate each
members have in common other
 Make all team members feel that
they have something to
The following strategies can be used by the
contribute
leader to support the effectiveness of the
 Help team members work
team:
together to efficiently solve
problems  Encourage discussion
 Encourage members to set  Ensure all team members
aside personal goals and understand that their ideas &
desires for the benefit of the opinions are equally important &
team relevant
 Treat team members fairly  Encourage everyone to
and equally participate fully
 Structure the work of the team  Model respect towards everyone
in a simple & logical fashion;  Encourage people with
distribute work fairly different abilities &
 Manage the team efficiently so personalities to work
that every member is able to together
deliver his/her tasks and work  Use positive feedback
proceeds in a timely manner  Remain calm
 Create an environment that
supports and rewards
openness, creativity, trust,
mutual respect and a
commitment to provide high
quality services.

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Teams can work independently (if leader is not there) if team members:

 Are aware of strengths & weaknesses

 Are able to set their own goals
 Are able to act according to goals
 Take responsibility for their action
 Are able to avoid opinions and behavior that block change

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Sharing is caring
Have a chat with a friend and share your self-reflection and get his/her honest
opinion about your strengths and areas for improvement related to promoting
cooperation in teams.

☑ Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your

learning outcomes in the session and know how well you did in doing the
activities in this session. You will speak to your facilitator to
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

Conduct a quick self-assessment and complete the table below.

Statements Please check Yes or No if you have

shown or can do the statement.
Did you… YES NO
1. Identify the qualities of a good team player?
2. Identify factors that promote cooperation and
teamwork?
3. Practice teamwork and value the importance of
group
effort?
4. Identify appropriate workplace
behaviors and attitudes that promote
good relationships and
cooperation within a team?
5. Identify different types of working styles,
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including
your own style?

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6. Recognize the different personalities and

approaches
that individuals bring to a team?
7. Identify ways on how to handle different
personalities
in a team?
8. Value the importance of social perceptiveness,
especially when interacting with people from
different cultural or social backgrounds?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:

1. Parts of the module that were the easiest to answer/do.

2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session.
6. Feedback on the learner’s performance in terms of the following: mastery of content, skills
development, and pace in answering the module.
7. Plans for how the learner will move forward with the module.

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Session 1 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on developing effective workplace
relationships.

Congratulations! Now that you know how to cooperate with others better, you are ready
to move to Session 2: Contribute to Workgroup Activities.

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SESSION 2: Contribute to Workgroup Activities

Performance Criteria:
2.1 Support is provided to team members to ensure workgroup goals are met
2.2 Constructive contributions to workgroup goals and tasks are made according
to organizational requirements
2.3 Information relevant to work is shared with team members to ensure
designated goals are met

 Key Topics and Learning Points 

1. Organizational roles and personnel code of ethics

2. Constructive or positive feedback
3. Group implementation plan

 In a workgroup, every individual—whether a leader/supervisor or a

member/worker— depends on each another to achieve a common goal.

 Tools such as organizational charts and guidelines such as codes of ethics can
guide the
direction of a workgroup and clarify everyone’s roles and responsibilities.

 Constructive feedback—or information about past behavior, delivered in the

present, which should influence future performance—is a communication tool
that teams can use to work toward the implementation of a goal.

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Activity 6: Workgroup Goals, Team Tasks and Roles

Objectives:
 Be familiar with organizational roles and personnel code of conduct
 Identify ways to help achieve group goals and team tasks

 Recommended Time: 30 - 45 minutes

This session is going to focus on contributing to workgroup activities.

A workgroup may include you and your co-workers or peers; or you, your co-workers
and your supervisor all working as a team. In a workgroup, every individual—
whether a leader/supervisor or a member/worker—is dependent on one another in
the achievement of a common goal. In the space provided below, write at least two
experiences, or skills or abilities that you have about working in groups.
As a group leader:

As a group member:

Now, let’s learn more about working in groups. Look at this image:

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Reflecting on the image, write your answers on the space provided. Share your
answers with one of your family members or friends and solicit their
thoughts on the same questions relating to the photo.

1. What does the

illustration tell
us?

2. What do you think

is the purpose or goal
of the people in the
illustration?

3. If you see yourself

as a member of the
team in this
illustration, what
would you do to
help
achieve the goal?

In this section you will learn about organizational roles and personnel code of ethics.

Workgroups are often the building blocks of organizations. Organizations,

whether big businesses or small companies, are often made up of
workgroups or units such as a finance unit, an administration or logistics unit,
and a technical or implementation unit. Each workgroup and the individual
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members have specific roles and responsibilities.

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A role is the individual member’s job title or position in the organization or the
team such as the business owner, or supplies officer, or master electrician.
Responsibilities are the expected duties and tasks that come with a given role.
For example, at a supermarket, someone may have the role of general
manager; his or her responsibilities may include organizing staffing schedules,
overseeing produce delivery, and overseeing sanitation practices, etc.

Organizations also have a structure or an organizational chart. An organizational

chart describes the hierarchy of roles in an organization and shows the roles
or positions of individual members, who reports to whom, or who
supervises whom. The example below shows an organizational chart in a
bakery.

Daily Bread Bakery

ORGANIZATIONAL CHART

Rita
Owner

Marisol Ernesto Chesa

General Manager Head Chef Accountant

Rosa Isko Alon Tala Jasmine

Pastry Chef Baker
Sales Associate Sales Associate Sanitation
Manager

These charts (often called “org charts”)

help to clarify lines of communication
and protocol. For instance, if Rosa, who
is a sales associate, is overwhelmed
by her responsibilities at the cash
register, she can ask Marisol, her
general manager, or Isko, her peer,
for assistance. If she spills coffee when
serving a customer, she can ask
Alon, who is the sanitation manager.
Ideally, she should not ask Tala or
Jasmine, the pastry
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chefs, for help, as their responsibilities do not involve sales and customer service,
but production of the bread and pastries.7

Members of an organization or a team are Code of Conduct

able to work cooperatively and harmonious 1.I will respect others.
when they 2. I will maintain high
are guided by the organization’s code of standards of personal and
professional conduct.
ethics. The code of ethics or code of
3. I will protect the safety
conduct is a set of guidelines on how all
and wellbeing of myself and
employees or members of the organization others.
should behave in the workplace. Some 4. I will safeguard the
examples are guidelines on work hours; office equipment and
dress code; responsible use of internet; assets.
mobile phones and office resources; and 5. I will protect the best
workplace policies on harassment, and interest of our customers.
safety and health.
For collaboration and teamwork, it is important
that
 Team members understand their own as well as their groupmate’s specific roles
and
responsibilities.
 Members recognize the levels of authority described by the organizational
structure.
 Members’ behavior in the workplace are guided by its personnel code of ethics.

Let’s Exercise: Working in the company of my dreams

Imagine that you were hired in a company or workplace that you have been hoping
to work for. You may ask a family member or a friend who may have knowledge or
experience about the company of your choice to be your partner in this activity.

 What is the company or workplace that you have chosen?

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7
Image taken from Microsoft Word image library.

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 Can you list down some work groups or teams and their main roles
in the company or workplace that you have chosen?

 What are some positive values and practice that you would like
the company or workplace that you have chosen to have?

 How do you think are the workgroups organized? Choose a workgroup

and make an organizational diagram showing the members and their
supervisors, and the supervisors reporting to the owner or leader of the
workplace.

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Activity 7: Giving and Receiving Feedback within Teams

Objectives:
 Recognize the types and purpose of feedback
 Identify ways to give and acknowledge or receive feedback
 Learn how to constructively give or receive feedback

 Recommended Time: 20 - 30 minutes

This session is going to focus on giving and receiving feedback. Please read
the scenario and answer the questions.

Scenario

Mario works for Dennis Construction. He has good skills in construction but can
be stubborn sometimes. While working on a new project, Mario’s supervisor, who
was new to the job, made some suggestions on how to cut some pieces of wood
so they would provide more support to the floor above. Mario had always cut
the support beams in a certain way and thought his supervisor must not know
much about construction. Mario complained to his co-workers but did not discuss
the issue with his supervisor. When it came time to cutting the wood, Mario did it his
usual way. The supervisor saw him doing this and yelled at him, telling him to do it
the way that he was told. Being yelled at in front of his co-workers embarrassed
Mario. He threw down his tools, yelled at his supervisor and walked away from the
construction site.

Reflection Points

What happened in the scenario and why?

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What behaviors and attitudes led Mario to his state of anger?

Do you think Mario could have handled it differently? How?

Do you think Mario should lose his job? Why or why not?

What can Mario do to improve his relationship with his boss and succeed in his job?

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Do you think Mario’s supervisor could have handled it differently? How?

“Feedback” is a word that we often use, but it is worth slowing down to reflect further
on exactly what it means. Let’s look at the text below to learn more about feedback.

 Key Facts 2.5: What is feedback?8

Feedback is…
information about past behavior…
delivered in the present…

which should influence future performance.

There are many ways to communicate or deliver feedback. The best way to
communicate feedback is called constructive or positive feedback. It is called
“constructive” feedback because it helps build the recipient up—not to tear him
or her down. Even if constructive feedback offers suggestions of how things could
be improved, it does so in a respectful way with the goal of inspiring higher
future performance.

Constructive or positive feedback

 Helps you to be proud of what you are doing well

 Helps you become aware of things that you can improve at work
 Contributes to harmonious working development
 Motivates and inspires others to higher levels of performance

8
Adapted from Education Development Center. (2019). Master Trainer Resource Book.

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 Redirects undesirable behavior and points out a more productive course of

action
Some tips for giving feedback9

1. Ask for the other person’s feedback first on his or her own performance before you
give your own feedback.
2. Think about what you want to say beforehand so you can make sure the
feedback is balanced. Balanced feedback provides positive and negative
aspects of the other
person’s performance but is done in a way that motivates the other person to do
better.
3. Feedback should be positive and constructive. Positive feedback on
performance and behavior is encouraging, and constructive feedback
provides suggestions on what and how something can be done differently to
improve performance. Here is a sample statement of constructive
feedback:
You clearly worked very hard on the presentation to the potential funders. Still, I think
that you could have managed your time better because you were not able to finish all
of the PowerPoint slides within the 30-minute timeslot. Next time, perhaps you could
share the slides with me ahead of time and you could rehearse your presentation? I
am optimistic your time management will improve next time.
As we see in the example above, this process includes giving positive
feedback, making a recommendation on how to improve, and ending with
something positive.
4. Choose an appropriate time and place: Choose a time when you both have
time to give and discuss feedback. Do not give negative feedback to
someone in front of others.
5. Be clear and concise. The feedback should be based on your observations, not on what
others think or say. Describe what you have observed rather than being
judgmental about it. For example, say what you saw the person do in
performing a task rather than saying it was good or bad and then remind
him/her of the steps in the process. Highlight what was done well and then
give suggestions on how to improve what was not done properly.
6. When giving feedback that is negative, be prepared for an emotional reaction such as
anger or disagreement. Stay calm and professional in these situations. Present
what the observations have been and give suggestions on how to
improve the situation.

Receiving Feedback

Welcome feedback from supervisors and co-workers. If they do not provide any

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feedback, you may ask them how they think you are doing your job, what they
think you do well and

9
Adapted from Centre for Teaching Excellence, University of Waterloo. Receiving and Giving Effective
Feedback. https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/
assessing-student- work/grading-and-feedback/receiving-and-giving-effective-feedback

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what you could do better.

Here are some tips for receiving feedback:

1. Listen actively: Pay attention to what is being said and do not tune out to think
about your response to defend yourself.
2. Check your understanding: Ask for clarifications or examples to help you
understand the feedback
3. Be respectful: Maintain eye contact and be aware of your body language and
tone of voice. Remain calm even if the feedback makes you angry,
frustrated or upset.
4. Be open: Consider that there are other ways of doing things and the person
giving the feedback may have other perspectives. Consider the feedback as
an opportunity to learn.
5. Acknowledge the feedback: Whether you received a constructive or negative
feedback, thank the person for taking the time and effort to give you feedback
6. Reflect and decide on your next step: Consider the feedback given and
choose your action. You may choose to implement the given suggestions
or to seek the advice or opinion of another colleague or supervisor.

Let’s Apply: Project Worksheet 4 - Your Past Encounters with Feedback

1. Think of a time when you had to give feedback. Was it received well by the
other person? Why or why not?

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2. Think of a time when you received feedback. Did you find the feedback helpful?
Why or why not?

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Activity 8: Goal-Setting, Planning and Implementing a Group Activity

Objectives:
 Identify the basic sequential steps in implementing a group activity,
including goal setting, implementing and evaluating results
 Familiarize yourself with vocabulary and tools that help groups to plan and
implement their goals
 Recommended Time: 20 - 30 minutes

This activity focuses on basic steps that groups should know to successfully
implement a group activity.
Group activities may vary from small and simple to relatively complex projects.
Projects may also have different purposes. Some projects such as setting up a small
business are for profit or income generation, while other projects such as organizing a
relief distribution are service- oriented. Regardless of the size or purpose of the group
activity, please take note of some key steps to successfully implement your
project.
Before you make your plan, familiarize yourself with some terms that we will use in this
activity.

 Deliverable: also known as output, refers to the results or product

of the completed project or activity
 Resources: the materials needed for the project and may include goods or
in-kind materials, services, people and money
 Budget: an estimate of total cost needed to complete a project
 Tracking and monitoring: the collection of data and information to check
your progress
 Evaluation: reflecting on what worked well and what needs to be improved
in the way you implemented the activity or project

Steps for implementing a group activity10

10
Adapted from What Is Project Planning? Project Manager. https://www.projectmanager.com/project-
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planning and Education Development Center. (2016). MYDev Life Skills Module 9: Civic Engagement.

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1. Assess the current situation / Identify a need: As a group, discuss where you
are or define the problem or need that you want to address. Clarify the
reasons for doing the activity and what you need to achieve.
2. Set your group goals / Write down a plan: Similar to personal goals that you
learned in Module 1, group goals should be specific, time-bound and
measurable, among others. All members have a common understanding
and agree on the goals.
3. Identify the deliverable(s): A deliverable can be the final product or output,
or key outputs related to steps in the process of implementation. For
example, if you are designing an app for a phone, the deliverable would be
a prototype of the app that would be presented to your funders. If you are
planning to clean up a local park, then the deliverable would be a clean
park where local children can safely play.
4. Prepare an implementation plan: The implementation plan outlines the
detailed steps or actions and the timeline for each action. The
implementation plan also includes the resources, including human resources,
and budget needed for key steps to complete the project. Two examples are
shown below. The first is for designing an app; the second is for a community
project.

Task Description: Design an Quarter 1 Quarter 2 Quarter 3 Quarter 4

app
Planning workshop
Kick-off meeting
Assessment and market
research
Procurement of materials
Delivery of materials
Data validation and research

Activity: (July) (August)

Barangay
Clean Up Week Week Week Week Week 1 Week 2 Week 3 Week 4
1 2 3 4
1. Gather information
2. Submit plan
3. Plan approval
4. Preparations
5. Let’s Do It!
6. Reflect and celebrate

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Note that there are different ways to organize time (into quarters or into
months) and different steps. The important thing is to have a clear system to
stay on track of your goals!
5. Assign specific roles and responsibilities to team members: Once the
implementation plan is set, consider the strengths and capacities of team
members to perform specific tasks. Think of actions that you need to make to
ensure that all group members are equipped for the task assigned, e.g.
provide coaching or additional training, as needed.
6. Monitor progress and evaluate results: It is important to conduct regular check-
ins with team members for updates and to address any concerns along
the way. Once the project is completed, assess the strengths and
weaknesses of your project, and examine whether the resources were used for
the intended purpose. Learn from the experience and celebrate group
success.

Let’s Apply: Project Worksheet 5: Goal-setting, Implementing and

Planning Group Activities
Imagine that you and two other friends just completed a short course in digital T-shirt
printing and would like to set up a business.
1. Applying the steps for implementing a group activity, please list down the
steps that you will take to set up your business.

2. List down the roles that you and your two friends will perform in this project.

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3. List down your plans to monitor progress and evaluate the success of your
business. What tools will you use?

Activity (Month) (Month)

Week Week Week 3 Week Week 1 Week 2 Week 3 Week 4

1 2 4
1. Gather information

2. Submit plan

3. Plan approval

4. Preparations

5. Let’s Do It!

6. Reflect and celebrate

Sharing is caring
Share the plans about your business scenario you picked with a family member or a friend.
It’s
always great to share your thoughts and hear feedback from people who care 

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☑ Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your

learning outcomes in the session and know how well you did in doing the
activities in this session. You will speak to your facilitator to
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module

Conduct a quick self-assessment and complete the table below.

Statements Please check Yes or No if you have

shown or can do the statement.
Did you… YES NO
1. Be familiar with organizational roles and
personnel
code of conduct?
2. Identify ways to help achieve group goals and
team
tasks?
3. Recognize the types and purpose of feedback?
4. Identify ways to give and acknowledge or
receive
feedback?
5. Learn how to constructively give or receive
feedback?
6. Identify the basic sequential steps in
implementing a group activity, including goal
setting, implementing
and evaluating results?
7. Familiarize yourself with vocabulary and tools
that
help groups to plan and implement their goals?

Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:

1. Parts of the module that were the easiest to answer/do.

2. Parts of the module that were the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check of the learner’s answers and outputs for the session
6. Feedback on the learner’s performance in terms of the following: mastery of
content, skills development, and pace in answering the module.
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7. Plans for how the learner will move forward with the module.

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Session 2 – Writing Space

Use this space to complete any of the written assignments above or write any
thoughts or ideas that have come to mind on contributing to workgroup
activities.

Congratulations! You can now move to the last session of this module.

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Activity 9: Post-Module Learner’s Reflection

Objectives:
 Review the main topics covered in the collaboration and teamwork module
 Write an essay or a creative presentation that will exhibit your
learnings about collaboration and teamwork
 Take a Learner’s Reflection

¹ Recommended Time: 15 - 30 minutes

Let’s Apply: Your Take on Working with Others

Pick a different key learning from this module. How do you interpret
what you have learned? How might you share these lessons with others?
Write an essay, draw a comic strip, or record your lyrics or poem or other
output in the space below. If your work is digital, you can provide a link to
your work.

Key learning from the module that I chose to work on:

My output (essay, lyrics or poem or other creative outputs):

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Sharing is caring
This section encourages you to share your output to family and friends. You worked hard
on this so now it is time to tell others about the task you have just completed. Do it face
to face, via text, chat, or whatever means available and comfortable to you. It’s always
great to share your thoughts and hear feedback from people who care 

Ask a family member to review your creative work, for example, listen to your rap,
read your poem or look at your poster. Ask your family member to share what lessons
they took from your creative work and if they have any feedback for you. (This
conversation is a great chance to practice receiving feedback!).

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Let’s Apply: Mini-Project with a Team

Assemble a team with 5 to 6 members, including you. The team members could be
your co- trainees, friends, or other family members. Below are the details of this
mini-project.

Goal Work together to solve a problem or finish a task at home or in

the
workplace
Role Team with 5 to 6 members
Audience Your family members, friends, and/or co-workers in the
workplace
Situation and 1. Look for an existing problem or a pending task that
Instruction you can work on as a team. For example:
a. Decorating a room
b. Constructing a fence
c. Throwing for an online virtual end-of-year party
d. Conducting an online virtual professional
learning development session
2. Prior to undertaking the problem or task, you should
consult your facilitator to ensure that the problem
or task is appropriate for groupwork.
3. Set your goals and roles as a team.
4. Devise a plan and implement your plan in solving the
problem or finishing a task.
5. Document the steps that you took in accomplishing
this mini- project

Product You are expected to finish a task or solve a problem at the end
of the
activity.
Standards You will be graded according to this holistic rubric:
a. Group Dynamics – ability to complement each
other’s work styles and use each other’s strengths in
accomplishing the task or solving the problem
b. Efficiency – ability to work within a given time and
resources
c. Effectiveness – ability to address the problem or
finish the task correctly and appropriately

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Sharing is caring
Share your work with your trainer/facilitator, or other members of your family and
friends. Ask them to rate your work according to the standards of the mini-project.

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Post-Module Learner’s Reflection: Working with Others (NC I)

End-of-Module Skills Check

Now that you have reached the end of the module, let us see if you are able to develop the
necessary skills to work with others. Conduct a self-assessment and answer the table below.

Statements on my experience, knowledge, skills and abilities / Circle Yes or No if you have shown or can
Mga pahayag tungkol sa aking kaalaman, kasanayan at do the statement.
kakayahan
Bilugan ang Oo o Hindi kung naipakita o
I can… / Kaya ko nang…
nagawa mo na ang mga pahayag.

Identify the qualities of a good team player / Yes No

Tukuyin ang mga katangian ng isang mahusay na miyembro ng Oo Hindi
pangkat
Identify factors that promote cooperation and teamwork / Yes No
Tukuyin ang mga dahilan na nakapagtataguyod ng Oo Hindi
kooperasyon at pagkakaisa.
Practice teamwork and value the importance of group effort Yes No
/ Oo Hindi
Makalahok sa pangkatang gawain at napahahalagahan ang
ginugol na lakas ng pangkat.
Identify appropriate workplace behaviors and attitudes Yes No
that promote good relationships and cooperation Oo Hindi
within a team. / Tukuyin ang mga angkop na kilos at gawain
sa lugar ng trabaho na nakapagtataguyod ng mabuting relasyon
at pagkakaisa sa
pangkat.
Recognize different types of working styles, including my Yes No
own work style / Oo Hindi
Kilalanin ang iba’t-ibang istilo sa paggawa, kasama ang
pansariling istilo sa pagtratrabaho.
Recognize the different personalities and approaches that Yes No
individuals bring to a team and handle them / Oo Hindi
Kilalanin ang iba’t ibang personalidad at pamamaraang dinadala
ng mga katrabaho sa isang pangkat.
Identify ways on how to handle different personalities in a Yes No
team / Oo Hindi
Tukuyin ang mga paraan sa paghawak ng iba’t ibang
personalidad sa isang pangkat.
Be familiar with organizational roles and personnel code Yes No
of conduct / Oo Hindi
Maging pamilyar sa papel na pang-organisasyon at wastong pag-
uugali ng mga tauhan
Identify ways to help achieve group goals and team tasks / Yes No
Tukuyin ang pamamaraan upang makatulong sa pagkamit ng Oo Hindi
mga layunin at mithiin ng pangkat

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Statements on my experience, knowledge, skills and abilities / Circle Yes or No if you have shown or can
Mga pahayag tungkol sa aking kaalaman, kasanayan at do the statement.
kakayahan
Bilugan ang Oo o Hindi kung naipakita o
I can… / Kaya ko nang… nagawa mo na ang mga pahayag.

Learn how to constructively give or receive feedback / Yes No

Matutunan ang pamamaraan sa pagbibigay at pagtanggap ng Oo Hindi
makabuluhang puna.
Identify the basic sequential steps in implementing a Yes No
group activity, including goal setting, implementing Oo Hindi
and evaluating results /
Tukuyin ang mga hakbang sa pagsasagawa ng pangkatang
gawain kasama ang pagtukoy ng layunin, pagsasagawa ng
gawain, at pagsusuri ng resulta.
Communicate appropriately and respectfully with Yes No
individuals from a different cultural or social Oo Hindi
background. /
Makipag-usap nang maayos at magalang sa mga indibidwal
mula sa ibang kultura o lipunan
Develop effective workplace relationships / Yes No
Makabuo ng mainam at mahusay na relasyon sa lugar ng Oo Hindi
trabaho.
Contribute to work group activities / Yes No
Makapagbigay ng ambag sa mga pangkatang gawain. Oo Hindi

Look at your answers, were there boxes where you circled No? If there are, go back to
the activities in the module that will help you gain the skill identified in the
statement. You can also reach out to your facilitator/trainer to provide you with
guidance on what activities you can do to master the skill.

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Activity 10: End-of-Module Assessment

Objective:

 Correctly answer the questions pertaining to the concepts discussed in the module

 Recommended Time: 10-15 minutes

End-of-Module Assessment
Congratulations for finishing Module 2: Working with Others for National Certificate Level I! At
the end of every module you will take a short assessment to see how much you have
learned. It will help you and your teacher identify the knowledge and skills you know and
what still needs reinforcing. The results will not affect your ability to continue in the
program.

Structure of the Assessment: It has a total of 10 questions. Some questions are multiple
choice, and some questions are true or false. You should choose only ONE answer for
each question.

Once you have finished answering the questions, note down any clarifications you want to
ask your instructor.

Module 2: Working with Others (NC I)

Circle an answer for each statement.

English Tagalog
1. Promoting group cooperation means 1. Ang pagtataguyod ng pagkakaisa sa
encouraging people to be open to the isang grupo ay nangangahulugang
ideas of others. hihikayatin ang mga taong maging
bukas sa mga idea ng iba.
a. True
b. False a. Tama
b. Mali

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English Tagalog
2. To be successful, teams need: 2. Para maging matagumpay, kailangan
ng mga grupo ng:
a. Different goals
b. Vague roles and tasks a. Magkakaibang layunin
c. Trusting relationships among b. Malabong mga tungkulin at
team members gawain
c. Mapagtiwalang ugnayan
d. All of the above
ng mga kasapi ng grupo
e. None of the above
d. Lahat ng nabanggit
e. Wala sa nabanggit

3. To develop team spirit, develop a common 3. Para makabuo ng diwa ng pagkakaisa

goal and make sure all team members feel sa isang grupo, lumikha ng iisang
they have something to contribute. layunin at siguraduhing
nararamdaman ng lahat ng kasapi
a. True may mayroon silang maiaambag.
b. False
a. Tama
b. Mali

4.We should give only positive feedback to 4. Dapat na positibong puna or feedback
motivate others to perform their work lamang ang ating ibigay upang
better. mahikayat natin ang ating mga
kasamahan na pagbutihin pa lalo
a. True ang kanilang trabaho.
b. False a. Tama
b. Mali

5.You are leading a team to accomplish a task 5. Namumuno ka ng isang grupong

that is more difficult than you expected. humaharap sa isang gawaing mas
You should: mahirap kaysa inasahan. Dapat:

a. Give up in order to stop wasting a. Sumuko ka na para hindi na

valuable time makapagsayang ng mahalagang oras
b. Listen to only those team members b. Makinig lamang sa mga kasapi ng
grupong sumasang-ayon sa mga
who agree with your opinions
opinyon mo
c. Maintain a positive attitude and
c. Magpanatili ng positibong ugali at
encourage others to participate hikayatin ang pakikilahok ng iba
d. Focus on one solution d. Magtuon sa iisang solusyon

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English Tagalog
6. We can say that a workgroup or team is 6. Ang isang grupo ay masasabi nating
well- organized and ready to work organisado at handa para sama-samang
together when magtrabaho kung:
a. Team members know their roles a. Alam ng bawat miyembro
ang kanilang mga tungkulin
b. Team members recognize their b. Kinikilala ng mga miyembro and
leaders and supervisors kanilang mga pinuno at
c. Members’ behaviors are guided superbisor
by its personnel code of ethics c. Ang pag-uugali o pakikitungo
d. All of the above ng bawat isa ay naaayon sa
e. None of the above code of ethics para sa mga
empleyado
d. Lahat ng nabanggit
e. Wala sa nabanggit
7. You and your team of welders were 7. Ikaw at mga kasamahan mong welders ay
asked by the principal to install a new steel hiniling ng punong-guro na maglagay ng
gate for the school. The first step that you bagong steel gate para sa eskwelahan.
will do to implement this project is: Ang unang hakbang na iyong gagawin
para ipatupad ang proyektong ito ay:
a. Assign specific work to your team
a. Bigyan ng kaukulang gawain ang mga
members kasamahan
b. List the materials and labor cost and b. Ilista ang mga materyales at bayad
prepare the budget sa trabahante at ihanda ang badyet
c. Visit the school and inspect the old gate c. Puntahan ang eskwelahan at
d. All of the above inspeksiyunin ang lumang gate
e. None of the above d. Lahat ng nabanggit
e. Wala sa nabanggit

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English Tagalog
8. You observed that one of the persons 9. Napansin mo na isa sa mga tauhan mo
you are supervising has been frequently ay palaging nahuhuli sa pagpasok at
late for work and has not been able to nahuhuli rin sa pagsumite ng report.
submit a report on time. As a supervisor, Bilang kanyang superbisor-
you will: a. Magpapadala ka ng email na
nagsasabing hindi mo
a. Send the person an email informing him
nagugustuhan ang kanyang
that you are displeased with his palagiang huli sa pagpasok
tardiness at pagsumite ng report
b. Call the team for a meeting and assign b. Magpapatawag ka ng miting
another person to do the report ng buong grupo at ibibigay mo
c. Talk to the person in private and tell him ang paggawa ng report sa iba
about your observations and discuss c. Kausapin nang pribado at sabihin
some suggestions ang iyong mga obserbasyon at pag-
d. Talk to the person in private and tell usapan ang ilang mga suhestiyon
him that his tardiness is bringing the d. Kausapin nang pribado at sabihing
group performance down bumababa ang performance ng
e. None of the above grupo dahil sa kanyang
palagiang pagkahuli
e. Wala sa nabanggit

9. One of the characteristics of a good team 9. Ang isang mahusay na miyembro ng

player is being accountable. Being grupo ay tumatanggap ng pananagutan.
accountable means that you listen to all Ang ibig sabihin nito ay pinapakinggan mo
ideas even if you think your idea is best, ang mga idea ng iba kahit na sa palagay
and remain respectful if your work is mo ay pinakamagaling ang iyong sariling
criticized. idea, at magalang ka pa rin kahit na
binibigyang puna ang iyong gawain.
a. True
a. Tama
b. False
b. Mali

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English Tagalog
10. Your supervisor is criticizing your work 10. Nagbibigay ng puna o feedback ang
based on reports of a co-worker. You iyong superbisor base sa report ng isang
should kasamahan. Ang dapat mong gawin ay
a.Not pay attention and think of how to a. Huwag makinig at mag-isip kung
paano mo dedepensahan ang iyong
defend yourself
sarili
b.Inform your supervisor that you did b. Sabihin sa superbisor na hindi mo
not see him observing you in action napansin na inobserbahan niya and
c. Request your supervisor to include in iyong trabaho
the meeting your co-worker to prove that c. Hilingin sa superbisor na isama sa
your co- worker gave wrong miting ang iyong kasamahan para
information about your work mapatunayan mong mali ang
d. All of the above impormasyon na ibinigay tungkol
sa iyong trabaho
e.None of the above
d. Lahat ng nabanggit
e. Wala sa nabanggit

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 Key to Correction

Activity 4 – Let’s Exercise

1. B
2. A
3. F
4. E
5. C
6. D

End-of-Module Assessment
1. A - True
2. C - Trusting relationships among team members
3. A - True
4. B - False
5. C - Maintain a positive attitude and encourage others to participate
6. D - All of the above
7. C - Visit the school and inspect the old gate
8. C - Talk to the person in private and tell him about your observations and
discuss some suggestions
9. B - False
10. C - Request your supervisor to include in the meeting your co-worker to
prove that your co-worker gave wrong information about your work.

Congratulations! You have completed Module 2: Working with Others for National Certificate Level I!
You are now ready to conquer the next module.

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